Common Core
State Standards (CCSS)
English/Language Arts
Dr. Lisa Rivard, Consultant, MISD
Dr. Elaine Weber, Consultant, MISD
Carrie Wozniak, Consultant, MISD
Barbara Reed-Nelson, Independent Consultant
Macomb Intermediate School District
Why Are We Here?
In table groups, the participants will share:
Who they are and where they work.
Their purpose and plan for attending today’s workshop on Common Core
State Standards
Then as a group:
Determine common theme from purposes shared at your table.
Determine a spokesperson to share common theme with the large group.
Activity # 1
Setting the Stage:
Portrait of a Literate Individual
Video: Turn, Turn, Turn
Use the placement in front of you to
record your thinking.
Discuss and list examples of each student
characteristic.
Agenda
Welcome, Introductions, and Agenda
History and Background of the Common Core State Standards
Break
Exploring the Standards
Assessment and the SMARTER Balanced Consortium
Lunch
Breakout Sessions
K-5 Common Core State Standards Session
6-12 Common Core State Standards Session
Close and SB-CEU’s
The Common Core State
Standards Initiative
Beginning in the spring of 2009, Governors and state commissioners
of education from 48 states, 2 territories and the District of Columbia
committed to developing a common core of state K-12 Englishlanguage arts (ELA) and mathematics standards.
The Common Core State Standards Initiative (CCSSI) is a stateled effort coordinated by the National Governors Association (NGA)
and the Council of Chief State School Officers (CCSSO).
The Michigan State Board of Education formally adopted the
Common Core State Standards for mathematics and English
language arts on June 15, 2010.
www.corestandards.org
These standards are NOT intended to be new names for old
ways of doing business. They are a call to take the next step.
6
Why Common Standards?
• Focus as a nation on College and Career
Readiness (CCR)
• Need a common definition of CCR and K-12
Progression to CCR
• Variation in achievement levels on NAEP vs.
State Assessments (Inflated proficiency
levels)
• Next step in a progression for Michigan
(NCLB, GLCE, HSCE, MMC, ACT, MEAP/MME)
Common Core
State Standards
• Standards, NOT Curriculum
• Will need to be supported by coherent,
content-rich curriculum
• Do NOT define everything that should be
taught or assessed at the classroom or
district levels
• Align well with HSCE and MMC CCE
Common Core State
Standards for English
Language Arts and
Literacy in History/
Social Studies, Science,
and Technical Subjects
CCSS Opportunity
• To define literacy as everyone’s responsibility
• To examine current literacy practices in content area
classes (ELA, Mathematics, Science, Social Studies)
• To revisit ACT’s Reading Between the Lines
Characteristics of Complex Text Flipbook
• To learn more about close and critical reading
CCSS Opportunity
• To review the rigor, relevance, coherence of
our curricular units and interventions
• To develop assessments that help us focus
on meeting critical targets
• To celebrate what is working well
• To revisit areas that still need attention
Common Core State Standards for
English Language Arts and Literacy in
History/Social Studies, Science, and
Technical Subjects
College and Career Readiness (CCR) Standards
 Overarching standards for each strand that are further defined
by grade-specific standards
Grade-Level Standards in English Language Arts
 K-8, grade-by-grade
 9-10 and 11-12 grade bands for high school
 Four strands: Reading, Writing, Speaking and Listening, and
Language
Standards for Literacy in History/Social Studies,
Science, and Technical Subjects
 Standards are embedded at grades K-5
 Content-specific literacy standards are provided for grades 6-8,
9-10, and 11-12
Activity # 2
A Treasure Hunt through the
Common Core State Standards for
English Language Arts & Literacy
In History/Social Studies, Science and Technical Studies
Overview of Reading Strand
Progressive development of reading comprehension; students
gain more from what they read
Emphasize the importance of grade-level texts that are of
appropriate difficulty and are increasingly sophisticated
 Standards for Reading Foundational Skills (K-5)
 Reading Standards for Literature (K-12)
 Reading Standards for Informational Text (K-12)
 Reading Standards for Literacy in History/Social
Studies (6-12)
 Reading Standards for Literacy in Science and
Technical Subjects (6-12)
Complex Text
• Performance on complex texts is the clearest
differentiator in reading between students who are
likely to be ready for college and those who are not.
• And this is true for both genders, all racial/ethnic
groups, and all annual family income levels.
- ACT Reading Between the Lines
Overview of Text Complexity
Appendix A (p. 4-6)
Reading Standards include exemplar texts (stories and literature,
poetry, and informational texts) that illustrate appropriate level of
complexity by grade (Appendix B)
Text complexity is defined by
1. Qualitative measures – levels of meaning,
structure, language conventionality and
clarity, and knowledge demands
1. Quantitative measures – readability and
other scores of text complexity
1. Reader and Task – background knowledge
of reader, motivation, interests, and
complexity generated by tasks assigned
Reader and Task
From Reading Between the Lines
http://act.org/research/policymakers/pdf/reading_summary.pdf
Activity # 3
Everyone should have a copy of Appendix A and Participant
Worksheet.
Reflect upon a challenging college class or subject and discuss
what made the class or subject difficult.
Everyone reviews Appendix A pages 1-9 which explains the
research and the issue of text complexity. Focus the discussion
on the question below.
Discussion question: What are the three most important ideas for
colleagues to know and why?
Activity # 3
Jigsaw activity for the other ELA standards in Appendix A.
At each table, assign responsibility for reading the sections below.
(Make sure all sections are read.)
• Foundational Skills (pp. 17-22)
• Writing (pp. 23-25)
• Speaking & Listening (pp. 26-27)
• Language (pp. 28-31)
• Vocabulary (pp. 32-35)
Activity # 3
All group members should first read their strand silently and then discuss
and reach a consensus on what the big ideas (refer to the discussion
question above).
Each group should present they think are important things to know about
the assigned literacy strand. (When presenting, remember no other
groups will have read the section you have just read.)
Further discussion: What are the implications of this information for
curriculum, instruction, and assessment?
Example of Grade-Level
Progression in Reading
CCR Reading Standard 3: Analyze how and why individuals,
events, and ideas develop and interact over the course of a text.
Reading Standards for Literature
Reading Standards for Informational Text
Grade 3: Describe characters in a story (e.g.,
their traits, motivations, or feelings) and
explain how their actions contribute to the
sequence of events.
Grade 3: Describe the relationships between a
series of historical events, scientific ideas of
concepts, or steps in technical procedures in a
text, using language that pertains to time,
sequence, and cause/effect.
Grade 7: Analyze how particular elements of
a story or drama interact (e.g., how setting
shapes the characters or plot)
Grade 7: Analyze the interactions between
individuals, events, and ideas in a text (e.g., how
ideas influence individuals or events, or how
individuals influence ideas or events).
Grades 11-12: Evaluate various explanations
for characters’ actions or for events and
determine which explanation best accords with
textual evidence, acknowledging where the
text leaves matters uncertain.
Grades 11-12: Analyze a complex set of ideas or
sequence of events and explain how specific
individuals, ideas, or events interact and develop
over the course of the text.
Grade-Level Progression
Format highlights progression of standards across grades
22
Activity # 4
Read the To Kill a Mockingbird excerpt p. 107,
Appendix B.
Read the Text Complexity Analysis of To Kill a
Mockingbird.
What do you notice about the three levels of
text complexity? How will this influence your
selection of linking texts?
Activity # 4
Use the Literary Text Rubric for Qualitative Analysis
Note you might use OKAPI for a Quantitative Analysis
Reader and Task Consideration Handout
Quantitative Measure
OKAPI Website
Activity # 5
Read the passage The Tipping Point (p.179, Appendix B).
Use the Text Complexity Bookmark to record your analysis.
Use the Informational Rubric to determine the Qualitative
Measure and the Reader to Task Reflection Questions for
Reader Task Considerations.
Complete the bookmark with your analysis and
recommendations.
Qualitative
Measures
Rubric
OKAPI
Reader Task Reflection Questions
Quantitative Measure
OKAPI Website
Activity # 5
Appendix B – Performance Task
Note: There are examples of performance tasks for various exemplars.
Activity # 6
Overview of Writing Strand
Expect students to compose arguments and opinions,
informative/explanatory pieces, and narrative texts
Focus on the use of reason and evidence to substantiate an
argument or claim
Emphasize ability to conduct research – short projects and
sustained inquiry
Require students to incorporate technology as they create, refine,
and collaborate on writing
Include student writing samples that illustrate the criteria
required to meet the standards (See Appendix C for writing
samples)
Argument vs. Persuasion (A p. 24)
Persuasive Strategies
credibility, character, or authority of the writer
audience’s self-interest, sense of identity, emotions
Logical Argument
perceived merit and reasonableness of the claims and proofs
offered
CCSS place a special emphasis on writing logical arguments
(CCR requires “argument literacy”)
W1 Argument K-12 Progression
K
Compose opinion pieces; state an opinion or
preference
1 – 2 Write opinion pieces
Introduce topic, opinion, reason, closure
3 – 5 Write opinion pieces on topics
Support point of view with reasons and information
6 – 8 Write arguments to support claims
Clear reasons and relevant evidence
9 – 12 Write arguments to support claims in an analysis
of substantive topics or texts
Valid reasoning, relevant and sufficient evidence
Overview of Speaking and
Listening Strand (A p.26-7)
Develop oral language as a goal in its own right; use as a
mechanism for developing comprehension
Require interpretation and analysis of message as presented
through oral, visual, or multimodal formats
Promote conversations to compare, contrast, analyze, and
synthesize ideas
Focus on speaking and listening in a range of settings, both formal
and informal – academic, small-group, whole-class discussions
Emphasize effective communication practices
38
Overview of Language Strand
Language (A p. 28 - 31)
Include conventions for writing and speaking
To be addressed in context of reading, writing, speaking and
listening
Progressive language skills (grades 3-10)
Vocabulary (A p.32 - 35)
Highlight the importance of vocabulary acquisition through a mix of
conversation, direct instruction, and reading
Focus on academic vocabulary – access to complex text
Introduction of domain-specific vocabulary words in context
Media and Technology are integrated throughout the standards .
39
Overview of Standards for
History/Social Studies, Science, and
Technical Subjects
Reading Standards for History/Social Studies, Science,
and Technical Subjects
Knowledge of domain-specific vocabulary
Analyze, evaluate, and differentiate primary and secondary sources
Synthesize quantitative and technical information, including facts
presented in maps, timelines, flowcharts, or diagrams
Writing Standards for History/Social Studies, Science,
and Technical Subjects
Write arguments on discipline-specific content and
informative/explanatory texts
Use of data, evidence, and reason to support arguments and claims
Use of domain-specific vocabulary
Activity # 7
Assessment
The latest information on upcoming
assessments on these standards will be
provided by SMARTER Balance.
www.k12.wa.us/smarter/default.aspx
These standards should be looked at
by teachers and administrators
as a floor and not a ceiling
for students’ achievement.
Reeves, 2011
Toolkit Resources
Available online at:
www.missionliteracy.com